Myth #1—Games are all about twitch speed, not higher order thinking skills.

There is plenty of research, articles, and books available that discuss how games apply higher order critical thinking skills. I've spent time discussing the information literacy value of games in addition to the critical thinking and other higher order skills as well.

Myth #3—Learning elements leach all the fun out of games.

While some recent educational games, like Arden, may be criticized for lacking fun, fun is possible. The danger that educational games encounter is educational content tacked onto some attempt at gameplay. Games like Revolution, focused on the game first and then on the educational content. Educational game designers who start working on the "game" first and then determine what players can learn have an advantage in creating an educational game that is fun. Games do not need to "beat players over the head" with the educational content in order for players to learn something. The potential for players to learn through the experience is something vital to the success of educational games. Bogost's calls this learning, procedural literacy in his book Persuasive Games.

Myth #4—Teachers don't need to be involved in the game; kids can do it on their own.

Educational games are still pieces of education technology and as such still should be paired with discussion, reflection, and analysis of the experience. There is quite a bit that can be learned simply through playing, but there is so much more that students can gain from discussing the game experience with other players. In addition to creating a richer experience for students, discussion also allows educators to see what students are taking away from the game.

1 comments:

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